Photo by Bob O’Lary Band Responding Unit, Novice Secondary Level A Curriculum Project of the National Association for Music Education (NAfME) and the Library of Congress of the United States Teaching with Primary Sources ACKNOWLEDGMENTS PERSONNEL, LIBRARY OF CONGRESS GRANT — WRITING RESPONDING UNITS 2017–2019 PROJECT DIRECTOR • Johanna J. Siebert BAND WRITING TEAM • Armalyn De La O, San Bernardino, CA, Team Chair • Jesse D. Espinosa, Houston, TX • Theresa Hulihan, Phoenix, AZ • Jenny Neff, Collegeville, PA • Amanda Tierson, Webster, NY (ret.) ORCHESTRA WRITING TEAM • Susan Davis, Queens, NY, Team Chair • Beth Fortune, Seattle, WA • Rebecca Holmes, Reserve, LA • Patricia Ritchie, Omaha, NE • Laura Smith, San Diego, CA Special thanks to the Library of Congress for the generous grant on Teaching with Primary Sources (TPS), which made this resource possible. BAND RESPONDING UNIT | NOVICE SECONDARY LEVEL | NATIONAL ASSOCIATION for MUSIC EDUCATION 2 TABLE OF CONTENTS Overview of NAfME/Library of Congress Responding Units ........... 4 Overview of Band Responding Unit, Novice Secondary Level. 4 Instructional Goals/Objectives ................................... 6 Prerequisite Skills for Students for the Unit ......................... 7 Embedded Inquiry Models ....................................... 7 Assessments ................................................... 8 Instructional Procedures ......................................... 9 Links: Recordings and Artifacts. 10 National Core Arts Standards (2014) ............................... 20 Unit Lessons Lesson 1 .................................................... 23 Lesson 2 ................................................... 26 Lesson 3 . 29 Lesson 4 .................................................... 33 Lesson 5 .................................................... 38 Lesson 6 ................................................... 42 Lessons 7 ................................................... 46 Resources—Assessments: Formative and Summative ................ 50 BAND RESPONDING UNIT | NOVICE SECONDARY LEVEL | NATIONAL ASSOCIATION for MUSIC EDUCATION 3 OVERVIEW OF THE NAfME/LIBRARY OF CONGRESS RESPONDING UNITS OVERVIEW OF THE NAfME/LIBRARY OF CONGRESS RESPONDING UNITThis unit is based on the 2014 National Core Music Standards (www.nafme.org/standards). These standards are all about music literacy, since they emphasize conceptual understanding in areas that reflect the actual processes in which musicians engage; they cultivate a student’s ability to carry out the three Artistic Processes of Creating, Performing, and Responding while aligning with the ideals of Connecting to their world and the world around them. These are the processes that musicians have followed for generations, even as they connect through music to themselves and their societies. This Library of Congress Teaching with Primary Sources (TPS) Unit is aligned with the Artistic Process of Responding, defined as understanding and evaluating how music conveys meaning. Through the use of inquiry-based instructional strategies linked to essential questions inherent in the Responding process components (select, analyze, interpret, evaluate), students are guided to develop understandings about how creators/performers manipulate the elements and structures of music to convey expressive intent related to specific contexts (social, cultural, historical). Acquisition of musical skills and knowledge leads to students becoming independent thinkers and musicians. This collection of band units is designed to reveal the power of band music to tell a story—to convey multiple and diverse meanings and perspectives—for students to engage with artistically by responding, performing, and connecting. Each of the units explores a different aspect of storytelling through music. OVERVIEW OF THE BAND RESPONDING UNIT, NOVICE SECONDARY LEVEL The goal of this Responding unit is for students to gain knowledge that will help them select music of interest to them, and/or music that serves a particular purpose. In addition, students will gain a deeper understanding of how analyzing, interpreting and evaluating music, informs response to music. The lesson plans reference music representing a variety of subject matters. Three topics of interest included in this unit are: music reflecting social justice, patriotic music and world music. There is a broad range of band music available for each of these topics and suggested repertoire should be used at the discretion of the teacher. Music can symbolize a form of social awareness to express ideas about war and peace, issues of social justice, and human rights for everyone at all levels of society. It pays homage to those who served in wars and fought for civil rights. Patriotism is devotion to one’s country and its defense; uplifting citizens who are inspired by its ideals. Patriotic music often memorializes historical events such as wars, the 9/11 attacks, the mass shooting at Columbine, and the explosion of the space shuttle Challenger. Music often pays tribute to monuments such as the Statue of Liberty and the Vietnam War Memorial. Our musical heritage embodies music of people and cultures in every nation. World music denotes music from around the globe, including Western music, folk music, ethnic music, indigenous music, and multicultural music. BAND RESPONDING UNIT | NOVICE SECONDARY LEVEL | NATIONAL ASSOCIATION for MUSIC EDUCATION 4 The following unit consists of plans for seven 60-minute lessons that include Library of Congress resources and formative and summative assessments. While this unit focuses on the Responding Artistic Process, it is important to incorporate other music opportunities that include areas of Creating, Performing, and Connecting. NOVICE LEVEL Students at the novice level have started specializing in an art form of their choice. They are beginning to develop the basic artistic understanding and technique necessary to advance their skill level. Their expressive skills may be identified, and exploratory work begins. They may participate in presentation and performance opportunities as they are able. Their curiosity about the art form begins their journey toward personal realization and well-being. The thematic focus of the unit is designed to support students who are beginning their instrument study in high school. OVERVIEW This unit focuses primarily on the Responding Artistic Process and its Select, Analyze, Interpret, and Evaluate components. Through navigation of the Responding standards, students will ponder at a novice level the question “What is the purpose of instrumental music and what is my response?” In an effort to explore this question, this unit uses resources from the Library of Congress to provide a snapshot of how music reflects humanity. Through the inquiry process and analysis of Library of Congress artifacts, students will gain a deeper understanding of selected repertoire and the way one responds to music. Students will be introduced to the idea that instrumental music can tell a story, paint a picture, or depict something extramusical. The thematic focus of the unit is designed to support students who are beginning their instrument study in high school. Although these students are at the novice level with regard to proficiency on their instruments, the unit takes into consideration the cognitive development of high school students and therefore exposes them to mature concepts surrounding tragedy and coping. The links for recordings, artifacts, and suggested repertoire narrow the scope of tragedy and coping to support learning about 9/11, WW II, and specifically the attack on Pearl Harbor. This unit is designed to provide a framework that is flexible, replicable, and cyclical to support teachers in engaging students to respond to music. As the structure of the lessons is designed to support any thematic material, one would only need find aligned recordings and artifacts to support a theme tailored to meet the needs of learners desired repertoire selection. Embedded in the unit are opportunities for students to listen, label, define, experiment, and apply their performance skills as they learn to consider how and why composers choose to manipulate musical elements to communicate expressive intent. The unit interweaves opportunities for students to use their learning to inform their responses as listeners and interpretations as performers. BAND RESPONDING UNIT | NOVICE SECONDARY LEVEL | NATIONAL ASSOCIATION for MUSIC EDUCATION 5 INSTRUCTIONAL GOALS/OBJECTIVES Posted in the classroom and written from the student’s perspective, these questions or “I can” statements explicitly communicate to students the intended understandings or acquisitions for this learning experience. LESSON 1 Objective: I can give personal reasons why I choose a piece of music for a specific purpose. Goal: Introduce the idea that instrumental music can tell a story, paint a picture, or depict other nonmusical ideas. The lesson provides an opportunity for students to use personal preference to select the performance piece for the unit and infer how a composition’s title may reveal clues about the composer’s expressive intent. The students will take the written and performance preassessment for the unit. LESSON 2 Objective: I can identify how knowledge of the context allows a deeper understanding of the composition. Goal: Provide students an opportunity to respond to Library of Congress artifacts, making connections of how knowledge of context allows a deeper understanding of their performance